Reading on a screen has changed dramatically with the integration of different media. However, multimedia reading is best when the interactive elements are optional. For example, Wikipedia contains online pages that describe a specific topic in detail. The website does use interactivity, most often exemplified by hyperlinks to other relating articles, but these are optional and not distracting. These hyperlinks provide context and more information for those that want to learn more without being intrusive. However, a website that contains media that is not necessarily avoidable is very distracting, like music that plays in the background automatically. The concept of making multimedia aspects of reading optional has also proved beneficial in my classes. While reading an article that contains a video, I am able to focus much better if the video does not automatically play, as I am able to read the writing at my leisure and then choose to watch the video if I need more information instead of being distracted by it. The concept of making multimedia aspects of digital works optional is bolstered by N. Katherine Hayles, a digital media scholar, in her article “Hyper and Deep Attention: The Generational Divide in Cognitive Modes“.
Stimulation works best, in other words, when it is associated with feelings of autonomy, competence, and relatedness—a conclusion with significant implications for pedagogy.
As per Hayles’ claim, the interactive aspects of media is best presented as something the user has control over.
Many of my habits have changes dramatically due to multimedia applications, and my reading habits are no different. Due to the prevalence of fast, short-lived media online, I find it more difficult to focus on longer forms of writing. While I have always loved reading fantasy books, I now find myself more inclined to reach for my phone instead of a new novel because it is easier for my brain to process.
